Fostering a love for the history and culture of our small Motherland.

Small Motherland in the Patriotic Education of Preschool Children

The article analyzes domestic research in the field of patriotic education of preschool children. The features of instilling a sense of patriotism in preschoolers based on the material of folk national culture are revealed. The spiritual and moral potential of the small homeland is revealed in the patriotic education of children of preschool educational organizations. Recommendations are given for familiarizing young children with the elements of their small homeland, as an effective means of developing patriotic education.

Key words: small homeland, patriotic education, preschooler, sense of patriotism, folk culture, preschool educational organization.

Abstract.
The article is devoted to analysis of domestic research in the field of Patriotic education of children of preschool age.
The specifics of education in pre-school children a sense of patriotism in the material folk culture. Reveals the spiritual and moral potential of the homeland in the Patriotic education of children of preschool educational institutions. Recommendations to familiarize young children with the elements of the homeland, as an effective means for the formation of Patriotic education. Keywords:
small motherland, patriotism, preschooler, patriotism, popular culture, educational organization.
Patriotism is love for the native land and Motherland, its natural resources, culture, people and home. Currently, more and more often in this direction, patriotism is acquiring the status of the highest value, assimilating moral, spiritual, historical and many other elements. Patriotism is the embodiment of love for the country and the Fatherland, the presence of a close connection with the history and culture of the nation, achievements and failures - all this constitutes the spiritual and moral basis of the individual, which, in turn, forms in him the position of a citizen and the need to participate in the life and destiny of his Fatherland.

Many scientists, teachers and psychologists, such as N.V. Aleshina, N.F. Vinogradova, A.D. Zharikov, S.A. Kozlova, N.G. Komratova, N.K. Krupskaya, L.E. Nikonova, V.A. Sukhomlinsky, K.D. Ushinsky studied various issues of patriotic education.

Kozlova S.A. in his works he talks about patriotic education as a purposeful process of pedagogical influence, the purpose of which is to enrich the knowledge of preschool children about the Motherland, the formation of patriotic feelings, instilling standards of moral behavior, the formation of a sense of duty, the development of the need to benefit the people and the Fatherland [6, p. 134-135].

Nikonova L.E. defines patriotic education as the process of assimilation of the heritage of traditional national culture, the formation of an attitude towards the country and state where a person lives [8, p. 53].

The purpose of patriotic education is the formation of the foundations of patriotism as the moral side of the individual, the development of the individual as a socially active member of society, the formation of a person as an individual, the education in him of spirituality and civic responsibility, the formation of a patriot who is ready to defend the interests of the country and works for its benefit.

Patriotism is a broad concept that includes such semantic characteristics as: attachment to the place where a person was born and raised; respect for language; protection of the interests of the Fatherland and its independence; presence of civic feelings; loyalty to the Fatherland; pride in cultural and social achievements; having a solid knowledge of the country’s historical past; respect for traditions; dedication of one’s activities for the benefit and prosperity of the Motherland [4, p. 20].

In his famous pedagogical works, V.A. Sukhomlinsky said that childhood is an everyday discovery of the world and therefore education should be structured in such a way that it includes knowledge of man and the Motherland, the greatness, beauty and depth of the environment. The fundamental stage in this work should be considered the accumulation of social experience by preschoolers about life in their region, behavioral norms and rules, and familiarity with the culture. First of all, love for the Motherland begins with love for the small homeland [9, p. 11-12].

The feeling of patriotism does not arise on its own. Its formation is facilitated by a targeted, long-term educational influence on the individual from an early age in life, where such conditions as lifestyle, family, work in a preschool educational organization, school, and team also have an influence.

One of the main tasks in raising preschool children is to instill love for the Motherland and native land, familiarity with elementary concepts and targeted, systematic work with children in an educational institution. Currently, this question has resonated with most teachers and is more relevant than ever. Where does the formation of these ideas begin? Naturally, it begins through acquaintance with works of art, music, the surrounding natural environment, reality and native places of the locality.

At further stages of development, knowledge expands and is enriched, improved, while developing into a single image and ideas about the place of residence of the preschooler. The use of local history material in the educational process is of no small importance in patriotic work. Particularly important is material related to the area where the preschool is located. We must not lose sight of the fact that children also need to be introduced to the achievements of their native land. All collected material and local history information must be understandable and close to children, adapted to a given age, which in turn will arouse their cognitive interest.

Education addresses the peculiarities of everyday life and culture, and thanks to this, preschoolers comprehend the inalienability of their life in the cultural and natural environment, and realize the degree of responsibility for its preservation and enhancement of values. The main task for a teacher when working in a patriotic direction is to show the complexity of the historical path of the small homeland and chronologically highlight all the best advanced phenomena in their native land.

Every corner of our country has characteristic features of historical development, unique features of culture and nature. All this determines in every person an attachment to his native land and an interest in its history and fate. In the work of a teacher, the main thing is to get to know the small homeland, its history, culture and help in finding a relationship with the surrounding reality and the life of society. The relevance of developing cognitive interest in the field of patriotic education is also related to the demands of society, namely, the wider, deeper and more meaningful the children’s knowledge about their small homeland, its history, culture, nature, the more successful they will be in nurturing love for the land and the Motherland.

Likhachev D.S. said: “If a person does not like, at least occasionally, to look at old photographs of his parents, does not appreciate the memory of them left in the garden that they cultivated, the things that belonged to them, then he does not love them. If a person doesn’t like old streets, even bad ones, it means he doesn’t have love for his city. If a person is indifferent to the historical monuments of his country, he is, as a rule, indifferent to his country” [7, p. 74-76].

One of the most important tasks of the preschool education system in patriotic education is working with indifference among children. From practice, you can see that the most memorable and effective methods and forms of working with preschoolers are those where they themselves are direct and active participants. Therefore, the development of methods of patriotic education in preschool educational organizations is currently of paramount importance. For the successful formation of patriotism, children need to be given basic knowledge about the Motherland, country, people, history, and culture. Patriotic education carries the spiritual and moral aspect of developing a worldview, which in turn makes it possible to cultivate a loving heart. It is important that patriotic education has a spiritual and moral nature. Raising a patriot who knows the history of his land and country, who loves his Fatherland, cannot be realized without mastering folk culture and knowledge of the spiritual values ​​of his people [1, p. 10-13].

Recently, the role of folk culture as a source of patriotic feelings among preschool children has increased significantly. Folk art, like art in general, is multifunctional, and one of these functions is educational. Folk art has great educational potential. Through its prism, the origins of the spiritual existence of the people are revealed, moral and aesthetic values ​​are sanctified, which is also part of the history of the region. For the successful formation of life values ​​and ideals, children need to be given the opportunity to know the origins of art and national culture [2, p. 104].

I would like to note that at present, elements of foreign culture are actively penetrating into our lives. This factor is also of great importance. Unintentional mixing of cultures leads to serious problems. It is important not only not to forget the origins of one’s culture, given the diversity and introduction of other cultures, but, on the contrary, to revive and develop half-forgotten layers of local folk culture, which will contribute to the self-identification of the indigenous population of our country and the nationalities living on our territory. When preparing to work in the direction of patriotic education, a teacher must take this factor into account and have a good understanding of the characteristics of his native land, country, so as not to cause confusion of information.

National culture is also an important part of patriotic education. Her entry into the child’s life occurs through parents and the preschool organization. From this comes the conclusion that the sooner a preschooler comes to awareness and understanding of the culture of the people, the more deeply he will be imbued with national values, the stronger the connection with his small homeland will be. The child’s close environment is of great importance in cultivating interest and love for his native land. Gradually, preschoolers get acquainted with the kindergarten, the street on which they live, the locality and, as a result, the country. Parents play an important role in getting to know their native land. You can go on a short excursion with your child, even if you are just going to the store, the pool, or for a walk. Also, going outside the city to nature or to the village can become an exciting journey through the natural world of your native land, where you can point out the characteristic features of the area.

The characteristics of each territory can be identified in various types of art: song, dance, oral folk art and visual arts. Folk art, which surrounds a child from an early age, should have a comprehensive impact on him. With this approach, the nature of folk art is revealed in all its diversity, has an emotional impact and captivates the child. It is important to make it clear to the preschooler that every person is part of his own people, that everyone has a homeland [3, p. 81-82].

A preschool educational organization is the stage that embeds the spiritual and moral potential in the soul of a child. Its goal is to educate a person with an active life position, creative potential, and the ability to improve themselves and interact harmoniously with other people. Only through the active inclusion of a child in the culture of the people can a full disclosure of his personality be achieved - direct living in culture and traditions.

Recently, a large amount of literature has been published on the patriotic education of preschoolers. Often it touches only on certain aspects of historical education; unfortunately, in certain types of activities there is no system that could reflect the entire essence of the declared phenomenon. The feeling of patriotism is diverse in its content. This includes love for one’s small homeland, pride in the people of one’s country, and a feeling of inextricability with the world, as well as the desire to preserve and increase the wealth of one’s homeland. When introducing preschoolers to their native land, tasks such as instilling love for their land, respect for the work of adults, showing interest in crafts and traditions, developing a sense of pride and responsibility for their native land, and developing a caring attitude towards the nature of the region are realized. The presented tasks are implemented in all types of activities: direct educational activities, play and work activities, everyday life. With their help, preschoolers develop not only patriotic feelings, but also build relationships with surrounding adults and peers.

When introducing a child to his native land, the most important task of the teacher is to select from the large number of impressions received by the preschooler those that are most accessible to him: nature, the animal world, human labor, traditions, sights, etc. Therefore, when starting work on instilling love for their native land, the teacher must know well the history and characteristics of their area. He must think through what to tell and show to the children, highlighting the characteristic features of the area and region. Each locality has its own unique nature, traditions and way of life. The selection of material about the presented area makes it possible to form in children an idea of ​​what their native land is famous for [5, p. 133].

When introducing children to their hometown or locality, it is necessary to show that it is represented by its history, attractions, traditions, and famous people. Children of primary preschool age should become familiar with the names of their street, the street on which the kindergarten is located. Older children need to be introduced to the objects located on neighboring streets. The number of objects when older preschoolers get to know each other is more varied - the region, the area of ​​the city or town as a whole, its attractions, places of historical significance and monuments. Children are introduced to them and explained in whose honor they were erected. To create a complete picture, it is necessary to conduct excursions (on the street, the city, in nature), observing the work of adults, where there is an understanding that work is important. It is also of great importance to familiarize preschoolers with the folk crafts of the region.

Acquiring knowledge and ideas about the native land is a complex pedagogical process that involves the joint activities of the teacher and children, the use of various methods of pedagogical influence on the child. The pedagogical process of a preschool educational organization includes a large number of forms, methods and techniques of work.

Preschool childhood is a fertile period for acquiring knowledge about one’s native land and cultivating a sense of patriotism, since children of this age are highly receptive and easy to teach. In this regard, it is very important that a child in early childhood is surrounded by people who would be role models for him.

Literature:

1. Aronov A. Cultivating patriotism // Preschool education. – 1988. – No. 2. – P. 10-13.

2. Gusev D.A., Sokolova V.N. Artistic and aesthetic education of rural schoolchildren using folk art: regional aspect: monograph. – Arzamas: AGPI, 2009. – 184 p.

3. Gusev D.A., Zaikin M.I. From folk crafts to spiritual ideals of cultural heritage // Higher education today. – 2014. – No. 1. – P. 80-83.

4. Zharikov A.D. Raise children to be patriots: a book for kindergarten teachers. – M.: Education, 1980. – 192 p.

5. Zhukovskaya R.I. Native land: a manual for kindergarten teachers / R.I. Zhukovskaya, N.F. Vinogradova, S.A. Kozlova; edited by S.A. Kozlova. – 2nd ed., revised. and additional – M., 1985. – 268 p.

6. Kozlova S.A., Kulikova T.A. Preschool pedagogy: textbook. aid for students avg. ped. textbook establishments. – 3rd ed., corrected. and additional – M.: Publishing House, 2001. – 416 p.

7. Likhachev D.S. Letters about good. – 4th ed., rev. and additional – St. Petersburg: Notabene, 1994. – 232 p.

8. Nikonova L.E. Patriotic education of children of senior preschool age: a manual for teachers. – Minsk: Narodnaya Asveta, 1991. – 112 p.

9. Sukhomlinsky V.A. About education. – M.: Politizdat, 1985. – 270 p.

Formation of interest in the small Motherland among preschoolers 4-7 years old

Using a practice-oriented model of interactions between a teacher and children, parents and social partners in developing interest in their small homeland in children aged 4-7 years.
Author: Korzheva Marina Aleksandrovna, teacher of the MADOU "Kindergarten No. 172" Samara, Samara region This material will be of interest to educators, senior educators and methodologists of preschool educational organizations interested in raising worthy citizens of their country. The material contains practice-oriented educational a model that can be used in any age group, starting from the middle group Goal : Finding new methods and techniques for patriotic education of preschool children in collaboration with parents and social partners. “Use of a practice-oriented model of interactions between a teacher and children, parents and social partners in developing interest in their small homeland in children aged 4-7 years.”
In modern society, an important task is the formation in children of cultural values, spiritual and moral foundations of personality, patriotism, the development of emotionality, feelings, and thinking.
The preschool period of children's lives is the most favorable period for emotional and psychological interaction with the child. All images of perception of reality are very vivid, strong, and remain in memory not for a day or two, but for a lifetime. Fostering patriotism is one of the main tasks in working with preschoolers. Focusing on the Federal State Educational Standard
, it is necessary to organize the development process of children so that its educational result is manifested in the development of their own internal motivation for education and training, thinking, imagination, creativity, sustainable cognitive interest of pupils, in the formation of a system of vitally important, practically in demand knowledge and skills that allow children to adapt to life and approach it actively and creatively.
We want to instill in our children love for the Motherland, but it turns out that we cannot instill in a child love for the closest home, family, kindergarten. And this is the basis of moral and patriotic education and the most important stage in personal development. A child of preschool age must recognize himself as a member of the family, an important part of his small Motherland, then as a Citizen of his country, and only then as a resident of our planet. This problem must be solved from simple to complex. Along with this, we must take into account that in modern families there is an ambiguous situation in the family: parents, while providing the family with material benefits, spend less and less time with their children. The number of single-parent families is growing. Kindergarten becomes the solution to all problems for parents. In this situation, it is becoming increasingly difficult for children to love their home, family, and kindergarten too. Therefore, it is vital to create conditions for the formation in children of an emotional image of their father’s home, kindergarten, and small homeland. It is necessary to teach children not only to take from the world around them, but also to give it part of their spiritual warmth. In my work I use the project method as a practice-oriented approach to the educational system as a whole. Adhering to the Chinese folk proverb “Tell me and I will forget, Show me and I will remember.” Involve me and I will learn.” I seriously thought about the quality of work in the area of ​​cognitive development in the context of developing a civic position among preschoolers, familiarizing them with the traditions and history of their native land. For this purpose, a system of interaction with social partners was developed, and social partnership agreements for the academic year were concluded with the represented institutions. A plan of joint activities has been developed. Since January 2014, our kindergarten has been a city project site on the topic “Construction of educational situations for the formation of prerequisites for universal educational actions among older preschoolers.” This interested us, and we decided to use the elements for working in the middle group. Goal:
formation of spiritual and moral attitude and interest in the small Motherland.
The implementation of tasks begins from the age of 4, when the child associates the image of the Motherland with the image of home, mother, and close relatives. Every year the tasks become more complicated with new concepts and ideas. The following tasks were set: * To form moral personality traits in preschoolers through familiarization with their hometown. *To form a civic position and patriotic feelings for the past, present and future of the native land, a sense of pride in one’s small Motherland. *To cultivate in a child love and affection for his family, his home, the land where he was born. *Cultivate a sense of love and respect for your people, their customs and traditions. *Form the foundations of ecological culture, a humane attitude towards all living things. *To form a sense of artistic taste and love for beauty, the development of creative abilities. *Protect and respect children’s rights to play, leisure, respect the right to property and their territory. *Promote active interaction between families of pupils and social partners in joint work with the child and kindergarten. *To instill in preschoolers feelings of respect and care for the Defenders of the Fatherland. A calendar-thematic work plan was developed, according to which a local history week takes place every month; the topics are presented in the table. Month Topic September “Streets of my city” October “Famous people of our city” November “Workdays in Samara” December “Theatrical Samara” January “Peoples of the Volga region” February “Defenders of the Fatherland” March “Writers for children about the Motherland” April “Cosmic Samara” May “ In Samara, the rear was the front June “The Red Book of Zhiguli” July “I live on the Volga” August “Samara Fair” Work on the topic is carried out through practice-oriented interaction: information, research, games. We expected to obtain the following results:
• Expanding the knowledge of children and parents about their hometown, its culture, and the formation on this basis of a spiritual, moral and personal attitude towards the surrounding reality.
• Expanding connections between kindergarten and social space. • Improving the quality of work on interaction with parents, enhancing the role of parents as participants in the pedagogical process of raising children. We started working in middle age . We invited children and parents to jointly make albums: • Our family • My pet • My home • The streets of our city where we live • Our favorite kindergarten • Holidays in kindergarten and at home To inform parents and children, mobile folders were prepared, presentations, videos: •Nature of the native city •Flora and fauna of the Samara region An exhibition was also held: •Toys of the peoples of the Volga region We placed all the collected materials in our mini-museum. The guys study and play in it with great interest. Parents were recommended to devote more time in matters of education to stories and conversations about their native land, city, and family. They were invited to visit the children's library with their children, where they could familiarize themselves with literature about our city and region. The children were actively involved in joint activities, as they were given tasks to take home so that together with their parents they could prepare information that was useful and interesting. The children really enjoyed our activities. They gladly shared information about their parents, family traditions, and pets. They talked and listened with enthusiasm about the streets where they live. In conversations about the kindergarten, we learned that we are equal members of the team, bringing our own piece of warmth and joy every day. They began to understand that it was necessary to respect the work of adults. Children especially liked multimedia games and videos. In order to identify the results of our joint work, the children were asked a number of questions. Children know the name, name of the city, street, house. They name family members correctly, speak about them with love, love kindergarten and go to it with pleasure. Work continues at older ages. Goal:
developing the spiritual and moral attitude and interest of children in their small homeland through the inclusion of social partners
Objectives:
- to form in children citizenship, a sense of love and pride in their homeland based on studying the history and nature of their native land;
— design the cultural and educational environment in the preschool educational institution; - to guide parents towards the moral and patriotic upbringing of children in the family. Conduct an exchange of experience on this issue between parents. Ways of Implementation:
1. Classes;
2. creation of a mini-museum; 3. didactic games, construction games, role-playing games; 4. Reading fiction, folklore. Meeting the writers of the Samara region; 5. examination of booklets, illustrations, photographs, products, household items, labor, clothing; 6. design of layouts, diagrams; 7. viewing films, slides; 8. Virtual excursions according to the topic. were proposed for production
• “Our city” • “Family tree” • “Peoples of the Volga region” • “Russia” (cities and peoples) • “My second home-kindergarten” • “Cosmic Samara” • “Theater Samara” •“Samara – forged victory” Folders: *Sights of our city *Holidays of our city *Reserve and national park of the Samara region We made models of: *Kindergarten *My house *Monument of Glory We create a collection of drawings, creative works of children and parents We design stands, newspapers, using photographs, illustrations
We are developing electronic manuals:
* Folk traditions * Decorative and applied arts * City attractions * Rural life
Results of work * Children are familiar with memorable places and dates of the city * Children know honorary residents of Samara * Children can answer questions: “Why Is that the name of the street?”, “What famous writers lived in our city?” A small part of our work is presented to your attention..... Work in this area allows you to: * Make the process of forming the civic position of a preschooler within the framework of a practice-oriented approach a cognitive creative process in which educational activities for pupils are successful and knowledge is in demand. * Increase the pedagogical competence of parents and readiness for close cooperation. * Preschool teachers should broadcast their work experience at regional and city seminars, publish their work experience in printed collections of CIPCRO, CRO, on Internet information system sites, and create original programs. Local history is very closely related to the patriotic education of children in preschool educational institutions and it is advisable to conduct classes in local history in parallel with classes in patriotic, spiritual and moral education. But you should not focus children’s attention on some momentary events and phenomena, directing their attention to eternal values ​​and established interpretations of events. The results of such purposeful work with children are already visible, and we hope that they will carry their love for their native land throughout their lives. Familiarizing children with their native land is a major long-term effort for the comprehensive development of children. A systematic, creative, modern (using ICT) approach to education allows children to be guided through all sections of educational activities. The feeling of love for one’s native land will grow through the example of parents and other social institutions. Over time, these feelings will be preserved and multiplied, forming a spiritual and moral personality who loves the Fatherland.

We recommend watching:

Welcome to Annovka! Raising patriotic feelings in older preschoolers Project for children 6-9 years old “What’s in your name...” Project at a preschool educational institution. Patriotic education of preschool children

Similar articles:

Conversation about the Constitution for older preschoolers

Conversation about the President of Russia in the senior group

About spiritual teachers for children

Thematic conversation for children of the senior preparatory group “Commanders and Heroes”

Conversation for children 5-8 years old. Russia is proud of them

Consultation for preschool teachers Raising children's love for their native land in a family and preschool environment

Raising children's love for their native land in a family and preschool setting

consultation for educators

Compiled by: Babikova. L.V.

teacher

What attractive force lies in what surrounds us since childhood? Why, even after leaving his native place for many years, does a person remember them with warmth, and when living in a city or village, he constantly proudly tells a guest about the beauty and wealth of his native land? I think this is an expression of deep affection and love for everything that has entered the heart as the most precious from an early age. Adults pass on their love for their native places, the idea of ​​what they are famous for, what nature is like, what kind of work people do - all this is passed on to children, which is extremely important for the education of moral and patriotic feelings, and teachers should take an active position in this matter.

The main source of impressions of preschoolers is their immediate environment, the social environment in which they live. Not everything that surrounds a child is educationally equal. Therefore, the correct choice of objects to tell children about from a pedagogical point of view is very important.

Every corner of our country is unique. In one city there are many plants, factories, tall buildings, wide avenues. The other is famous for its past and ancient monuments. One village stands on the banks of a large river, and the other is lost in the remote taiga, widely spread in the steppe or on the seashore.

Each locality has its own artists, athletes, painters, poets, advanced workers. Preschoolers should have an idea of ​​the heroes of the Civil and Great Patriotic Wars who defended their native land.

In older groups, it is already possible to organize work in such a way that each student is imbued with the glory of their native land. Feeling involved in local social events. However, it would be wrong to introduce children to their native land to limit themselves to showing only its features. In this case, the children may not have a correct idea of ​​their native land as part of the big country - Russia, in which they live.

It must be emphasized that no matter how special the native land may be, it certainly reflects what is typical and characteristic of the entire country:

• people work in factories, factories, construction sites, in various institutions, in shops, on farms, in fields, etc., they are always ready to help each other;
• in the hometown, district, village, as in other places, folk traditions are observed: they celebrate national and significant dates, honor the memory of fallen heroes, see off recruits to serve in the army, honor famous people, labor veterans, etc.;
• here, as throughout the country, they take care of children; — people of different nationalities can live in their native land, they work and relax together;
• here, as throughout the country, people must protect and preserve nature;
• every person who loves their homeland must show respect for work and interest in the culture of their native people.

Taking into account the age and individual characteristics of the children in his group, the teacher himself determines the volume and content of knowledge that older preschoolers must master.

Is it possible to talk about education towards the native land without imparting to children certain knowledge about it? The selection and systematization of such knowledge is carried out taking into account the mental capabilities of preschool children: the nature of their thinking, ability to generalize, and analysis are taken into account, i.e., the level of mental development of the child serves as a kind of prerequisite and necessary condition for nurturing the principles of patriotic feelings.

The teacher must organize the replenishment of knowledge about their native land and native country in such a way as to arouse interest in children and develop curiosity. Direct observations combined with the assimilation of available knowledge contributes to the development of the child’s imaginative and logical thinking.

Bright, living words, music, and visual arts help children emotionally perceive their surroundings. Listening to songs and poems about their native land, about exploits and labor, about the nature of their native country, children can be happy or sad, and feel their involvement in the heroic.

During walks in the forest, in the field to the river, an adult learns to see the beauty of the surrounding nature and treat it with care. This is how problems are solved not only cognitive, aesthetic, but ultimately moral.

The need to involve the family in the process of familiarizing preschoolers with the social environment is explained by the special pedagogical capabilities that the family has and which cannot be replaced by a preschool institution. The position of the parents is the basis for the family education of the child. From an early age, a child can feel involved in the life of his people, feel like a son not only of his parents, but of the entire fatherland. These feelings should arise even before the child understands the concepts of “homeland,” “state,” and “society.”

Everyone knows well that the Motherland begins with one’s own home, street, city, village. Studying with your children the places where you live, you like to wander along familiar streets, and knowing what they are famous for is a task that is completely within the capabilities of any family. Parents can also be advised such forms of involving preschoolers in public life, such as walks and excursions to get acquainted with historical places (close history), monuments to fallen soldiers, visiting a local history museum, a museum of fine arts, etc.

The family is the child’s first collective. And in it he should feel like an equal member. Gradually, the child understands that he is a part of a large team - a kindergarten, a school, and then our republic, country. The social orientation of actions gradually becomes the basis for the education of civic feelings, the ability to love one’s native land, country, the ability to protect nature, and become familiar with the culture of one’s native land.

“Moral and patriotic education of children of senior preschool age through a sensitive attitude towards relatives” Motherland..., Fatherland... In the roots of these words there are images close to everyone: mother, father, parents, those who give life to a new being. The essence of patriotic education is to sow and cultivate in a child’s soul the seeds of love for the native nature, for the home and family, for the history and culture of the country, created by the labors of relatives and friends.

During the preschool period of childhood, the child’s personality develops and his individual characteristics are revealed. At this stage of life, the closest people to the baby are teachers and parents. Through the formation of a child's goodwill towards his relatives, we teachers have a unique opportunity to instill in children the best moral and patriotic qualities. Active interaction5 between family and teachers will make it possible to build the foundation on which family traditions can be based, allowing the teacher to find the right approach to the child and his inner world.

Home is a complex, multifaceted concept. It includes the family where the child was born and raised; the atmosphere of a home, which is largely determined by family traditions, the house where he lives, his first friends. Gradually, the concept of “home” for a child is expanding. This is his home street, kindergarten, hometown (village), later not only a small homeland (native land), but also a large multinational Motherland - Russia, of which the child is a citizen, and, finally, planet Earth. The development of love and attachment to one’s home in its meaning serves as the first step in the patriotic education of preschool children.

In moral and patriotic education, the example of adults, especially close people, is of great importance. Based on specific facts from the lives of family members. (Grandfathers, grandmothers, participants of the Second World War, their front-line exploits). It is necessary to formulate children such important concepts as duty to the Motherland, love for the Fatherland, hatred of the enemy, feat of labor, etc. It is important to bring the child to the understanding that his parents, his grandparents won because they love their Fatherland, Motherland and honor the memory of the heroes who gave their lives for the happy life of people. The names of the heroes are immortalized in the names of cities, streets, squares, and monuments were erected in their honor. In kindergartens, this work is carried out in the process of excursions, targeted walks, looking at photographs of cities, a drawing competition, and designing a corner for patriotic education.

A continuation of this work is to introduce children to other cities of Russia, to the capital of our Motherland, to the anthem, flag, and emblem of the state.

By cultivating love for family, we thereby instill love for the Motherland, so it is very important that children see the “civilian face” of their family (Do they know that grandparents received medals, do children know their famous ancestors, etc. ) Show children the dependence between the activities of one person and the lives of all people - this is what is important for the education of moral and patriotic feelings. Work organized in this way contributes to the proper development of the microclimate in the family, and also contributes to the cultivation of love for one’s country.

Moral development, forming love for one’s city, must be brought to the understanding that their city is a part of the Motherland, since all places have much in common:

• Everywhere people work for everyone (educators raise children, teachers teach them, doctors treat the sick, etc.);
• Traditions are observed everywhere: the Motherland remembers the heroes who protected it from enemies;
• People protect nature;
• There are common professional and public holidays.

Currently, this work is relevant and especially difficult, because In young families, the issues of instilling patriotism and citizenship are not considered important and cause bewilderment among parents. Involving the family in the moral and patriotic education of children requires special attention and sensitivity from the teacher to each child.

It should be noted that nowadays people are sharply interested in their genealogy, the roots of their family in different generations. Therefore, family study of their ancestry will help children begin to comprehend very important and deep knowledge.

• Everyone’s roots are in the history and traditions of the family of their people; The family is the unit of society, the keeper of traditions;
• The happiness of the family is the happiness and well-being of the entire people of the state society,
• Family excursions around the city, sightseeing, etc. are of great importance. The results of such excursions are reflected in competitions (drawing exhibitions) and photo exhibitions.

Of course, all this introduces the child to the history of his region, city, his people and fosters love for the Motherland.

In order to develop an interest in your family, caring for your family members, you can arrange consultations in the group on the following topics:

• "Fairy tale as a means of patriotic education"
• "Getting to know your hometown"
• "Strong family - strong Russia"
• “The child’s orientation towards the world of the family.”

Conduct conversations with children “We vacation with the whole family,” “My family,” “My Motherland is Russia.” Conduct a survey of parents on issues of family education of children. Also invite parents to draw a family tree, the families of each child, to consolidate the children’s knowledge about their ancestry. Organize an exhibition of children's drawings “My Beloved Family”, “State Symbols of Russia”.

An equally important condition for the moral and patriotic education of children is a close relationship with their parents. Make your parents aware that a future citizen is growing in your family under your leadership. “Everything that happens in the country through your soul and your thought should come to the children” - this thought, the commandment of A.S. Makarenko must be used when working in moral and patriotic education with children and parents.

Relevance, goals and objectives of patriotic education of children. “Only those who love, appreciate and respect what has been accumulated and preserved by the previous generation can love the Motherland, recognize it, and become a true patriot” S. Mikhalkov.

In modern conditions, when profound changes are taking place in the life of society, patriotic education is becoming one of the central areas of work with the younger generation. Now, in a period of instability in society, there is a need to return to the best traditions of our people, to its age-old roots, to such eternal concepts as clan, kinship, and Motherland. The feeling of patriotism is multifaceted in its content: it is love for one’s native places, pride in one’s people, a feeling of inseparability with others, and a desire to preserve and increase the wealth of one’s country.

To be a patriot means to feel like an integral part of the Fatherland. This complex feeling arises even in preschool childhood, when the foundations of a value-based attitude towards the world around us are laid, and is formed in the child gradually, in the course of nurturing love for his neighbors, for kindergarten, for his native places, his native country. Preschool age, as a period of personality development, has its own potential for the formation of higher moral feelings, which include a sense of patriotism.

The draft National Doctrine of Education in the Russian Federation emphasizes that “the education system is designed to ensure the education of patriots of Russia, citizens of a legal democratic, social state who respect individual rights and freedoms, have high morality and show national and religious tolerance.” The implementation of such an education system is impossible without knowledge of the traditions of one’s homeland, one’s region. The basis of this complex pedagogical process is the development of feelings.

The concept of patriotism includes a sense of responsibility to society, a feeling of deep, spiritual attachment to family and home. Homeland, native nature, tolerant attitude towards other people.

A value-oriented approach to content determines the disclosure of cultural origins through the integration of types of children's activities, through means of cognition that enable the child to reveal cultural traditions and independently demonstrate his attitude towards it.

In recent years, attention to the spiritual richness of the cultural heritage of the people has increased. This should be seen as the desire of peoples for national revival. There is not a single nation that does not strive to preserve its national identity, manifested in its native language, folklore, traditions, and art. Today, the leading principle of education should be considered education carried out on the roots of national tradition. Raising a holistic personality requires the use of interrelated means and various forms of influence.

In the traditional culture of any nation, all components are in a syncretic form, however, it is necessary to highlight the most accessible to children in terms of content, form of embodiment, and emotional richness: folk games, holidays, arts and crafts, traditions and customs.

Preschool age, as the age of formation of the foundations of personality, has its potential for the formation of higher social feelings, which include the feeling of patriotism. To find the right way to cultivate a multifaceted feeling of love for the Motherland, you must first imagine on the basis of what feelings this love can be formed and without what emotional and cognitive basis it cannot appear. If patriotism is considered as attachment, devotion, responsibility towards one’s Motherland, then a child is taught at preschool age to be attached to something, someone.

Before a person empathizes with the troubles and problems of the Motherland, he must acquire the experience of empathy as a human feeling. Admiration for the vastness of the country, its beauty and riches arises if you teach a child to see the beauty around him. Before a person can work for the good of the Motherland, he must be able to conscientiously and responsibly carry out any business he undertakes.

During childhood, the basic qualities of a person are formed. It is especially important to nourish the receptive soul of a child with sublime human values ​​and to arouse interest in the history of Russia.

The basis of patriotic education is moral, aesthetic, labor, and mental education. In the process of such versatile education, the first shoots of civic-patriotic feelings arise.

Thus, in the pedagogical aspect, I understand patriotic education as the process of forming a conscious person who loves his Motherland, the land where he was born and grew up, proud of the historical achievements of his people and their culture. The role of meaningful sources of patriotic education in the educational process is the interconnected integrity of feelings, emotions and relationships.

We cultivate love for our hometown from childhood

Author: Myslyvets Yulia Vladimirovna

We have been nurturing love for our hometown since childhood.

Small Motherland... Each person has his own, but for everyone it is that guiding star that throughout life determines a lot, if not everything.

What an attractive force lies in what surrounds us from childhood. Why is it that even after leaving his native place for many years, a person remembers them with warmth, and when living in another city or village, he constantly proudly tells a guest about the beauty and wealth of his native land. We know for sure: this is an expression of deep affection and love for everything that has entered the heart as the most precious from an early age.

To cultivate love for one’s native land (as the beginning of patriotism and the first feelings of citizenship) means to connect educational work with the surrounding social life and those closest accessible objects that surround the child.

The land of Efremov is beautiful. How, how can we instill in preschoolers a love for their native land, their small homeland? I asked myself this question more than once while working with children.

Having gathered the guys from her group, she began to tell them about the emergence of Efremov. The pupils listened with interest to the story about the history of our city, and when they saw photographs taken in different years on the slides, they unanimously, vying with each other, began to name the places depicted in the photographs - there was an old railway station, a church, a square, and much more. . The guys and I created a collage “From the Past to the Present”

Looking into the eyes of children listening to stories about their native land, I understood that this information touched children’s hearts.

The feeling of the Motherland... It begins in a child with the attitude towards the family, towards the closest people - mother, father, grandmother, grandfather. And although many impressions have not yet been deeply realized by him, when passed through childhood perception, they play a huge role in the formation of the personality of a patriot. Gradually, preschoolers develop an “image of their own home” with its way of life, traditions, and style of relationships. The child accepts his home as it is and loves it. This feeling of “parental home” forms the basis of love for the Motherland, the Fatherland. If a family has its own, unique habits and rules (celebrating certain dates, preparing surprises for each other, relaxing together, etc.), then all this gradually and thoroughly becomes part of the child’s social experience and remains as pleasant childhood memories, that you want to relive again. Everyone has memories, they are dear to a person and firmly tie him to his home, his family. Parents and children in my group created their own “Family Tree” and “Family Coat of Arms.”

Dear parents, tell your child about them, involve him in your activities more often. Come down from the heights of your authority, and you will see how, in an equal relationship with you, having the opportunity to feel not only educated, but also a protector of your mother, an assistant to your father, a close friend of your older brother, your son or daughter will become more strong-willed and responsive, independent and kind, able to respect themselves and others.

While walking, tell your child about what is on your street, talk about the meaning of each object. Give an idea of ​​the work of public institutions: post office, store, bank, etc. Observe the work of the employees of these institutions, note the value of their work.

Together with your child, take part in the work of improving the street and landscaping your yard. Encourage your child for his desire to maintain order, correct behavior in public places, teach him to correctly evaluate his actions and the actions of other people.

Take a tour of the city so that the children can talk with interest about their adventures, where they have been, what they have seen, what interesting things they have learned about the city, and compose stories with the children about their professions. And how the eyes of other children will light up with interest when your child, coming to kindergarten, tells them about what he saw and draws.

The poet K. Simonov writes in his poem “Motherland”: “You don’t remember a big country that you traveled and got to know. You remember the Motherland as you saw it as a child...” And indeed, no matter how great our country is, a person connects his feeling of love for it with the places where he was born and raised; with a street that I have walked along more than once; with the yard where I planted the first tree.

Myslyvets Yulia Vladimirovna teacher of MKOU "SSH No. 9" structural preschool unit Tula region Efremov
comments powered by HyperComments